1.2 Cultural understanding Exploring how ideas, experiences and emotions are conveyed in a range of music from different times and cultures. 1.3 Critical understanding 1.Engaging with and analysing music, developing views and justifying opinions. 2.Drawing on experience of a wide range of musical contexts and styles to inform judgements. 1.4 Creativity 1.Using existing musical knowledge, skills and understanding for new purposes and in new contexts. 2.Exploring ways music can be combined with other art forms and other subject disciplines. Music PoSLanguages PoS 1.3 Creativity 1.Using familiar language for new purposes and in new contexts. Using imagination to express thoughts, ideas, experiences and feelings. 1.4 Intercultural understanding Appreciating the richness and diversity of other cultures. Key Concepts

Curriculum opportunities Music develop individual performance skills, both vocal and instrumental develop listening skills in practical activities, including composing and performing develop creative and compositional skills, including songwriting, arranging and improvising work individually, in musical groups of different sizes and as a class make links between music and other subjects and areas of the curriculum. Curriculum opportunities Languages hear, speak, read and write in the target language regularly and frequently within the classroom communicate in the target language individually, in pairs and in groups for a variety of purposes use an increasing range of more complex language listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum.

Range and content Music performance activities in a range of contexts within and beyond the classroom a range of live and recorded music from different times and cultures a range of classical and popular traditions and current trends in music that reflect cultural diversity and a global dimension Range and content Languages the interrelationship between sounds and writing in the target language a range of vocabulary and structures learning about different countries and cultures

Key processes Music 2.1 Performing, composing and listening Pupils should be able to: sing in solo or group contexts perform with control of instrument practise, rehearse and perform create, develop and extend musical ideas by selecting and combining resources within musical structures, styles, genres and traditions listen with discrimination and internalise and recall sounds identify the expressive use of musical elements, devices, tonalities and structures. Key processes Languages 2.1 Developing language-learning strategies Pupils should be able to: identify patterns in the target language develop techniques for memorising words, phrases and spellings use previous knowledge, context and other clues to work out the meaning of what they hear or read use reference materials such as dictionaries appropriately and effectively.

Key processes Music 2.2 Reviewing and evaluating Pupils should be able to: analyse, review, evaluate and compare pieces of music identify conventions and contextual influences in music of different styles, genres and traditions communicate ideas and feelings about music, using expressive language and musical vocabulary to justify their opinions adapt their own musical ideas and refine and improve their own and others’ work. Key processes Languages 2.2 Developing language skills Pupils should be able to: listen for gist or detail skim and scan written texts for the main points or details use correct pronunciation and intonation adapt language they already know in new contexts for different purposes deal with unfamiliar language, unexpected responses and unpredictable situations.

Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: develop individual performance skills, both vocal and instrumental, including the use of music technology develop listening and aural perception skills in practical activities, including composing and performing develop creative and compositional skills, including songwriting, arranging and improvising work with a range of musicians and watch and listen to live musical performances where possible, to extend their musical learningrange of musicians work individually, in musical groups of different sizes and as a class build on their own interests and skills, taking on different roles and responsibilities and developing music leadership skills music leadership skills make links between music and other subjects and areas of the curriculum. Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: hear, speak, read and write in the target language regularly and frequently within the classroom and beyond beyond communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers where possible, for a variety of purposesincluding native speakers variety of purposes use an increasing range of more complex language make links with English at word, sentence and text levellinks with English use a range of resources, including ICT, for accessing and communicating information in the target languagerange of resources listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment authentic materials use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum.

Range and content This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of music should include: performance activities in a range of contexts performance activities in a range of contexts within and beyond the classroom a range of live and recorded music from different times and cultures a range of classical and popular traditionsa range of classical and popular traditions and current trends in music that reflect cultural diversity and a global dimension staff notationstaff notation and other relevant notations in a range of musical styles, genres and traditionsother relevant notations consideration of contextual influences that affect the way music is created, performed and heardcontextual influences the use of music technologies to create, manipulate and refine soundsuse of music technologies the role of music and musicians in society, of the music industry and of artistic and intellectual property rights.artistic and intellectual property rights Range and content This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of languages should include: the spoken and written forms of the target language the interrelationship between sounds and writing in the target languageinterrelationship between sounds and writing the grammar of the target language and how to apply it a range of vocabulary and structures learning about different countries and cultures comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken.

Key processes These are the essential skills and processes in music that pupils need to learn to make progress.essential skills and processes 2.1 Performing, composing and listening Pupils should be able to: sing in solo or group contexts, developing vocal techniques and musical expressiongroup contextsdeveloping vocal techniques perform with control of instrument-specific techniques and musical expression practise, rehearse and perform with awareness of different parts, the roles and contributions of different members of the group, the audience and venue create, develop and extendcreate, develop and extend musical ideas by selecting and combining resources within musical structures, styles, genres and traditionsmusical structuresstyles, genres and traditions improvise, explore and develop musical ideas when performing listen with discrimination and internalise and recall sounds identify the expressive use of musical elements, devices, tonalities and structures.musical elements devicestonalities Key processes These are the essential skills and processes in languages that pupils need to learn to make progress. 2.1 Developing language-learning strategies Pupils should be able to: identify patterns in the target languagepatterns in the target language develop techniques for memorising words, phrases and spellingstechniques for memorising use their knowledge of English or another language when learning the target languageknowledge of English or another language use previous knowledge, context and other clues to work out the meaning of what they hear or readother clues use reference materials such as dictionaries appropriately and effectively.

2.2 Reviewing and evaluating Pupils should be able to: analyse, review, evaluate and compare pieces of music identify conventions and contextual influences in music of different styles, genres and traditions communicate ideas and feelings about music, using expressive language and musical vocabulary to justify their opinions adapt their own musical ideas and refine and improve their own and others’ work. 2.2 Developing language skills Pupils should be able to: listen for gist or detail skim and scanskim and scan written texts for the main points or details respond appropriately to spoken and written language use correct pronunciation and intonation ask and answer questions initiate and sustain conversations write clearly and coherently, including an appropriate level of detail redraft their writing to improve accuracy and quality reuse languagereuse language that they have heard or read in their own speaking and writing adapt language they already know in new contexts for different purposes deal with unfamiliar language, unexpected responses and unpredictable situationsdeal with unfamiliar language, unexpected responses and unpredictable situations.

Key concepts There are a number of key concepts that underpin the study of music. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. 1.1 Integration of practice Developing knowledge, skills and understanding through the integration of performing, composing and listening.performing, composing and listening Participating, collaborating and working with othersParticipating, collaborating and working with others as musicians, adapting to different musical roles and respecting the values and benefits others bring to musical learning. 1.2 Cultural understanding Understanding musical traditionsUnderstanding musical traditions and the part music plays in national and global culture and in personal identity. Exploring how ideas, experiences and emotions are conveyed in a range of music from different times and cultures. 1.3 Critical understanding Engaging with and analysing musicEngaging with and analysing music, developing views and justifying opinions. Drawing on experience of a wide range of musical contexts and styles to inform judgements.wide range of musical contexts 1.4 Creativity Using existing musical knowledge, skills and understanding for new purposes and in new contexts. Exploring ways music can be combined with other art forms and other subject disciplines.combined with other art forms 1.5 Communication Exploring how thoughts, feelings, ideas and emotions can be expressed through music. Key concepts There are a number of key concepts that underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. study of languages 1.1 Linguistic competenceLinguistic competence Developing the skills of listening, speaking, reading and writing in a range of situations and contexts. Applying linguistic knowledge and skills to understand and communicate effectively. 1.2 Knowledge about languageKnowledge about language Understanding how a language works and how to manipulate it. manipulate Recognising that languages differ but may share common grammatical, syntactical or lexical features. 1.3 CreativityCreativity Using familiar language for new purposes and in new contexts.for new purposes and in new contexts Using imagination to express thoughts, ideas, experiences and feelings. 1.4 Intercultural understandingIntercultural understanding Appreciating the richness and diversity of other cultures.diversityother cultures Recognising that there are different ways of seeing the world, and developing an international outlook.different ways of seeing the world